Draft:Constructive Disalignment

Submission declined on 7 November 2024 by Qcne (talk).

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This draft has not been edited in over six months and qualifies to be deleted per CSD G13.

Declined by Qcne 6 months ago. Last edited by Citation bot 6 months ago. Reviewer: Inform author.

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Comment: We usually require at least three independent sources. qcne (talk) 16:02, 7 November 2024 (UTC)

Constructive disalignment occurs when all elements of a university programme’s teaching, learning, and assessment processes and learning outcomes/competences are not clearly and fully aligned with the fundamental purpose of the course. Essentially, constructive disalignment is where there is a mismatch, or a number of mismatches, between what the programme aims to do (its espoused aims), how it achieves those aims through teaching, learning and assessment processes, and what the students and other key stakeholders, such as employers, expect, want and need it to do. Wherever there is constructive disalignment there will necessarily be problems, issues and unresolved tensions leading to stakeholder dissatisfaction.

The term was developed by Dr Andrew G Holmes and Dr Dominic Henri at the University of Hull in 2024.

References

Holmes and Henri, Andrew, G. and Henri, D. (7/10/24). "https://www.qaa.ac.uk/membership/collaborative-enhancement-projects". Quality Assurance Agency. Retrieved 7/11/24. {{cite web}}: Check date values in: |access-date= and |date= (help); External link in |title= (help)CS1 maint: multiple names: authors list (link)